Science Freebie - Phases of Matter Sort

We're working on some basic skills in my science class this week and are focused on the topic of matter. Here's a simple sort for your students.

Download Phases of Matter Sort.

I hope you get a chance to use this in your home or classroom. Please let me know if you try this and how it goes! 

Unit Resource Portfolio: Sound

Sound is all around us.  We can hear it and we can produce it, but can we see it?  As we may not be able to see the energy traveling through the air from the source to our ears, we are able to see the affects that sound vibrations have on our world.  The following unit plan will cover two weeks of instruction where the students will engage in meaningful hand's on activities designed to make a personal connection between their experiences and the unseen presence of sound waves.  We will explore sound vibrations, sound waves, pitch, tone, amplification, how sound travels through different media, how sound can be seen and measured, how sound is received , processed, and re-transmitted through everyday communication.  We will compare and contrast how humans and animals use sounds to communicate (sonar: bats, whales, dolphins).

Virginia Standards of Learning
5.2 The student will investigate and understand how sound is created and transmitted, and how it is used. Key concepts include
a)    compression waves;
b)    vibration, compression, wavelength, frequency, amplitude;
c)    the ability of different media (solids, liquids, and gases) to transmit sound; and
d)    uses and applications of sound waves.

Understanding the Standard (Background Information for Instructor Use Only)

• Sound is a form of energy produced and transmitted by vibrating matter.
• Sound waves are compression (longitudinal) waves.
• When compression (longitudinal) waves move through matter (solid, liquid, or a gas), the molecules of the matter move backward and forward in the direction in which the wave is traveling. As sound waves travel, molecules are pressed together in some parts (compression) and in some parts are spread out (rarefaction). A child’s toy in the form of a coil is a good tool to demonstrate a compression (longitudinal) wave.
• The frequency of sound is the number of wavelengths in a given unit of time.
• The wavelength of sound is the distance between two compressions or between two rarefactions. 
• The wavelength can be measured from any point on a wave as long as it is measured to the same point on the next wave.
• When we talk, sound waves travel in air. Sound also travels in liquids and solids. Sound waves must have a medium through which to travel.
• In a vacuum sound cannot travel because there is no matter for it to move through.
• Pitch is determined by the frequency of a vibrating object. Objects vibrating faster have a higher pitch than objects vibrating slower.
• A change in frequency of sound waves causes an audible sensation—a difference in pitch.
• Amplitude is the amount of energy in a compression (longitudinal) wave and is related to intensity and volume. For example, when a loud sound is heard, it is because many molecules have been vibrated with much force. A soft sound is made with fewer molecules being vibrated with less force.
• Sound travels more quickly through solids than through liquids and gases because the molecules of a solid are closer together. Sound travels the slowest through gases because the molecules of a gas are farthest apart.
• Some animals make and hear ranges of sound vibrations different from those that humans can make and hear.
• Musical instruments vibrate to produce sound. There are many different types of musical instruments and each instrument causes the vibrations in different ways. The most widely accepted way to classify musical instruments is to classify them by the way in which the sound is produced by the instrument. The four basic classifications are percussion instruments (e.g., drums, cymbals), stringed instruments (e.g., violin, piano, guitar), wind instruments (e.g., flute, clarinet, trumpet, trombone), and electronic instruments (e.g., electronic organ, electric guitar).

Day 1 – Introduction to Sound Waves SOL 5.2a
Objectives - Students will:

• Recognize that sound is energy that travels on invisible waves.
• Explain the relationship between frequency and pitch
• Demonstrate that frequency is dependent on the amplitude of the vibration at the source of the sound.

To begin my lesson on sound, I first need to introduce and describe what a wave is. I will begin by asking the students what they already know about sound. Next, I will ask them if they had ever been to the beach and watched the waves come in. (if yes, I would ask if the waves are always the same or are they different at times? (How are they different – height, frequency). I would use this as an introduction to waves by making a comparison between ocean waves and sound waves. A detailed description of the discussion can be found at Describing Sound Waves by Comparing to Ocean Waves

The students will complete wave diagrams (to be put in their notebooks), labeling, matching vocabulary terms to their meanings.

Day 2 – Waves, Wavelength SOL 5.2a
Objectives: Students will:

• Create models to explain how sound is formed, how it affect matter, and how it travels

We will start class with a funny spoof from Bill Science Guy Bill Nye The Science Guy: "Sound is a Vibe" video. Prior to this video, the teacher will distribute vocabulary check lists and instruct the students to conduct a Think-Pair-Share with their pre-assigned partner and mark off the term that they are familiar with then share their meaning for identified term that differ with their partner.
Then show the YouTube video shot at the Virginia Museum of Science. Science of Sound Video

The vocabulary checklist extends to this video as well. This video will describe in detail the meanings of the definitions and conceptual ideas. The students will resume their pairings and discuss any new understandings. After 5 minutes, we will open this up to a class sharing.

Far assessment, students will begin a KWL chart in their student journal notebook to demonstrate their understanding of key concepts of sound .

We will wrap up the lesson with a Simple Phone Sound Experiment by making predictions and recording observations.

Days 3 & 4 – Sound Waves and Our Environment SOL 5.2a,c
Objectives: Students will

• Evaluate how the human body (ears, voice box) receive and transmit sound waves
• Compare and contrast the sounds (voice) that humans hear to that of animals. This includes bats, dogs, and whales.

The students should understand that sound is energy that travels in invisible waves, as well as, vibrations and mediums before the following activity. They should understand that when a vibration travels through the air and into our ear canal it vibrates the eardrum, and they should understand that the vibrations of our vocal chords create our voice.

We will continue with the KWL chart from yesterday on what they think they know about sound then transition to 6 different stations where the students will observe and record their observations. The materials and station set up can be found on the following web page

The Phenomenon of Sound Waves Activities

The Sound Wave Activities Will Consume TWO (2) Class Periods

Day 5 – Sound Waves and Musical Instruments SOL 5.2c

Objectives: Students will

• Create an instrument capable of playing the basic musical scale
• Observe a class made instrument (woodwinds) Play Those Pipes Again, Sam
• Compare and contrast how different types of musical instruments make sound.
• 
  

Create an instrument, Bass, J. et all, Activities for Teaching Science as Inquiry, Allyn & Bacon (2007), Pages A-60-61.

• Lesson plan for making a guitar with box and rubber bands

We will rehash the concepts of vocabulary/concepts from our KWL charts and the stations activities yesterday.  We will begin today’s lesson by creating musical pipes using PVC tubes of varying lengths. Based on our prior knowledge, I will ask the students to predict the pitch and tone of each tube. After the experiment, I will ask the students to think about the characteristics of other types of instruments and what the direct relationship between those and sound (describe wave lengths, frequency, and pitch).

We will round out today’s class be creating a simulated guitar using a box and rubber bands.

Formative assessments will be based on teacher observations during activities, paying close attention to use of vocabulary and applications of fundamental principles.

 Summative assessments will consist of the student playing a scale and the rubric will be scaled in 5 of the 7 categories of the supplied rubric

Day 6- Sound and Matter: Relationship SOL 5.2b

Objectives: Students will

• Observe the effects of sound waves through different mediums (air, water, sediment)
• Compare and contrast sound traveling through a solid with a sound traveling through the air.
• Compare and contrast sounds passing through different mediums
• 
  

Sound Vibrations Activity

The students will start off by watching a 15 minute video on “The Case of the Barking Dogs” Barking dog then move directly into 4 person groups to compare and contrast the sounds (voice) that humans make and hear to that of other animals. This includes bats, dogs, and whales. The students will listen to different sounds and try to match them up on the accompanied scientific observation packets. 

Day 7– Sound Vocabulary 5.2 a-c

Objectives: Students will

• Demonstrate their understanding of basic terminology and work with a partner to sort and classify terms with concepts of sound.

The class will begin with another way of modeling the sound wave.  We would then stretch out a slinky from end to end and have a student come up and pull a portion of the slinky back towards one end and let it go (the students would observe a pulse running from one end to the next. Then we would repeat the action this time doing it 5 times in succession – this would emulate the action of the waves coming in.

Slinky Science

 The students will work in teams of 4 to create graphic organizers for vocabulary using the Frayer Model. We will apply our understanding to our observations, predictions, and inferences drown from the link provided below. 

Sound Waves and Music. The Physics Classroom. http://www.physicsclassroom.com/Class/sound/soundtoc.html  

Day 8 – Sounds: Uses and Applications SOL 5.2c

Objectives: Students will

• Engage in a group discussion to identify both living and man-made sonar communications
• Analyze and record the relationship between length and speed of sound waves and the medium in which they originated (water, soil/rock, air)

• Sonar activity EducationWorld - Sonar Activity

Start lesson with students, discussing as a group, what comes to mind when they think of the word sonar (bats eco-location, whales, dolphins, submarines, obstruction indicator warning system on newer vehicles) Ask them if they think that sound travels faster in air or in water? Water. Have you ever communicated with a friend while submerged in a swimming pool. Sounds are distorted but arrive much faster in water.

Have the students engage in a paired group activity using Fossweb: Physics of Sound Interactive for sound waves traveling in air and water. Have the students’ chart the time elapsed at a series of distances from the sound source. Ask the students to evaluate the differences using estimated ratios for each distance and to identify a set of distances where the elapsed time is equal (record the distances)

The students will then write in their journals using diagrams and content reflections for the day.

Day 9 – Sound Applications SOL 5.2c

Objectives: Students will

• Compare and contrast how different types of musical instruments make sound

We will start the lesson with an interactive activity on the Whiteboard String Thing - PBS Kids. Have some volunteers come up and create a musical piece using input from their classmates. Before we listen to the piece, the teacher asks the class to predict how it will sound (awful, good, or awesome). After listening, we will apply our knowledge of vibration, wavelengths, and pitch to create a more compelling composition. The students will work in groups of three to create a 3 circle Venn diagram (each circle to represent a medium of sound through) and brainstorm a list of characteristics, uses, similarities, and differences to be used to complete the diagram.

A class discussion will round out the lesson.

Day 10 – Comparing Sound and Light Waves SOL 5.3

Objectives: The students will

• Apply learned principles to compare and contrast sound and light waves

To compliment our review, I thought it would be meaningful to make the wave-to-wave comparison (not an all-out introduction of new material). I will show a short 11 minute YouTube video Waves: Light and Sound to give them a glimpse of what is ahead next week, as well as, use our class discussion after the video to gauge the overall level of understanding from the class, thus being able to address anything that bares the need for clarification.

Assessments will be formative to plug any loose holes in student understanding. 

Literature Connection

Catch a Wave: The Story of Sound and Light

Janice VanCleave's Physics for Every Kid: 101 Easy Experiments in Motion, Heat, Lights, Machines, and Sound

Sound Waves (Energy in Action)

What is Sound? (Sounds All Around Us)

Assessments

Quiz : Science of Sound

Quiz: Sound Waves

  Sound Jeopardy 

Useful Web Sites:
Reeko’s Mad Scientist Lab – numerous experiments about various concepts)

Acoustical Oceanography Lesson (Lesson plan on Sound Use by Marine Mammals.)

Sound: Slide Show Slide show for sound.

Advanced Wave Interactive Demo (Interactive demo – change the pitch and see the wavelengths change.)

The Phenomenon of Sound Waves (Lesson plans on sound waves.)

Read Lesson 2 - Sound: Echos Activity (Language Arts/Social Studies integration on science with Greek mythology and sound.)

Annotated Bib - Water

Covering about 80% of the world's surface, water is one of the most important characteristics of our world. Every second of every day, water continues to play a vital role to all known forms of life.

Books

A Drop Around the World by Barbara McKinney. Illus. by Michael S. Maydak. 1998. 32p. Dawn Pubns, (9781883220723). Gr. 3-6.

This book is a great tool when it comes to teaching students about the water cycle. Following one drop of water, students are able to see how water is an important characteristic of our world.

Did A Dinosaur Drink This Water? by Robert E. Wells. Illus. by the author. 2006. 32p. Albert Whitman & Company, (9780807588406). Gr. 2-5.

This fun book also introduces children to the water cycle. Furthermore, this book discusses the use of water, the states of water, and how water moves around the world.

One Well: The Story of Water on Earth by Rochelle Strauss. Illus. by Rosemary Woods. 2007. 32p. Kids Can Press, (9781553379546). Gr. 3-6.

This book takes a look at water in all of its forms around the earth. Including interesting facts, the book is a great way to introduce the topic of water to students. Furthermore, this book also touches on the abuse water is continuously facing due to humans.

The Snowflake: A Water Cycle Story by Neil Waldman. Illus. by the author. 2003. 32p. Millbrook Press, (9780761323471). Gr. 2-6.

This book illustrated the water cycle by following the life of a snowflake. The snowflake is followed throughout the year, allowing students to see the different characteristics of a droplet of water.

Water Dance by Thomas Locker. Illus. by the author. 2002. 32p. Sandpiper, (9780152163969). Gr. 2-6.

By using a free verse narrative, this book shows the many different forms of water around the world. This is a perfect book to use cross curriculum between physical science and English due to its poetic nature.

Websites

Make a Water Cycle Wheel

This site first starts out by showing kids an actual water cycle. Next, if students want to make their own water cycle, it walks you through the steps and includes printables for students to create their own water cycle to study.

A Place Mat for Kids

First, this website offers some simple background knowledge on the water cycle for students. Next, this site offers an extremely fun picture of the water cycle in action. Kids are also able to print out this graphic and laminate it for a fun place mat.

The Water Cycle

This website offers an interactive water cycle for kids to both watch and listen to. It is extremely informative, yet easy to understand.

Water Droplet Story

This website contains an interactive story about the life of a water droplet, however, students must first answer questions about the water cycle to continue the story.

Where Does Water Go?

This site offers a matching game about water for students. Once students have correctly matched the water vocabulary to their definition, a fun picture appears.

For Teachers

6.5 The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include

a) water as the universal solvent;

b) the properties of water in all three phases;

c) the action of water in physical and chemical weathering;

d) the ability of large bodies of water to store thermal energy and moderate climate;

e) the importance of water for agriculture, power generation, and public health; and the importance of protecting and maintaining water resources.

The concepts developed in this standard include the following:

· Among water’s unique properties is that one side of each water molecule is slightly negative and the other is slightly positive. Individual water molecules, therefore, attract other water molecules like little magnets as the slightly positive portion of a water molecule is attracted to the slightly negative portion of an adjacent water molecule. In this way, water molecules “stick together.”




· Due to water’s polar nature, a large number of substances will “dissolve” in water. For this reason, water is often called the universal solvent.




· Water is the only compound that commonly exists in all three states (solid, liquid, gas) on Earth. The unique properties of water are a major factor in the ability of our planet to sustain life.




· Additional properties of water are its high surface tension and the large range of temperature (0–100 degrees Celsius) in which it can be found in the liquid state, as well as the fact that, unlike other substances, solid water is less dense than liquid water.




· Water is able to absorb thermal energy without showing relatively large changes in temperature. Large bodies of water act to moderate the climate of surrounding areas by absorbing thermal energy in summer and slowly releasing that energy in the winter. For this reason, the climate near large bodies of water is slightly milder than areas without large bodies of water.



· Water (rain, ice, snow) has shaped our environment by physically and chemically weathering rock and soil and transporting sediments. Freezing water can break rock without any change in the minerals that form the rock (physical weathering). This usually produces small particles and sand. Water with dissolved gases and other chemicals causes the minerals in rocks to be changed, leading to the deterioration of the rock (chemical weathering).



· Most of Earth’s water is salt water in the oceans (97 percent). Nonfrozen, fresh water makes up less than 1 percent of the water on Earth.



· Water is essential for agriculture. Crops watered by reliable irrigation systems are more productive and harvests more dependable.



· Water is an important resource used in power generation. Hydroelectric power plants make use of the kinetic energy of water as it flows through turbines. Water is also heated in power plants and turned to steam. The steam is used to turn turbines, which generate electricity.



· In the past, streams and rivers were often used to dispose of human waste, and open sewers were common. During the mid-1800s, public health officials recognized the connection between disease outbreaks and contamination of public wells and drinking water. Advances in water treatment and sanitary sewers have helped eliminate diseases associated with human waste.



· Due to water’s importance in power generation, agriculture, and human health, it is important to conserve water resources.

Annotated Bib - Electricity

Introduction

Thinking of teaching electricity and magnetism to your fourth graders? Well, the following list of books and websites can be your new best friends in the works!

Books

Electricity (Make it Work! Science) By Wendy Baker and Andrew Haslam. (2008). 48 p. World Book Encyclopedia, (0-7166-4702-8). Gr. 4-6.  
Electricity (Make it Work! Science) is a picture filled book that consists a plethora of labs for students to try out. All directions are clearly laid out along with a list of needed materials. These labs include exciting activities from creating magnetic boats to electric trains!

What is Electricity and Magnetism? By Richard and Louise Spilsbury. (2008). 32p. Enslow Publishers, Inc., (978-7660-3096-1). Gr. 4-6.
What is Electricity and Magnetism? is a book that enlightens students with clear descriptions of electricity and magnetism. After describing what electricity and magnetism are, What is Electricity (Make it Work! Science) provides an array of hands on labs. These labs include making a lemon cell, static electricity with aluminum foil, a battery, a magnetic field and an electromagnet.

Sources of Energy. By Jane Helenthal. (2010). 16p. Macmillan McGraw Hill. (978-0-02-285890-2). Gr. 4.
Sources of Energy is a thin, 16 paged book that provides information on the different sources of energy available in the United States. Through short descriptions and plenty of pictures, Sources of Energy depicts how to extract energy from a source. The example it uses is how coal is made into electricity through a power plant. Sources of Energy also shows the inside workings of the Hoover Dam and how it produces hydropower. Sources of Energy touches base on how nuclear energy and fossil fuels are produced as well. New ideas for energy like solar energy and wind energy is introduced with descriptions of its advantages. Lastly, a page is dedicated to describing the importance of saving energy.

It's Electric!. By Anna Prokos. (2010). 16p. Macmillan McGraw Hill. (0-02-284696-4). Gr. 4.
It's Electric is a thin, easy to read book perfect for introducing students to the concept of electricity. The author, Anna Prokos, drives you through the workings of electricity. She begins by breaking down what electricity is at its core with descriptions and a picture of an atom with labeled electrons, neutrons, and protons. The commentary is written in an easy fashion for students' comprehension. This book continues to depict the process of obtaining electric power, from the power house to traveling on the wire, and finally to the lights and appliances in our own homes.

Experiments with Magnets and Metals. By Christine Taylor-Butler. (2011). 32p. Heinemann Library. (978-1-4329-5359-1). Gr. 3-5.
Experiments with Magnets and Metals is stock full of labs for students to do with magnets. Each lab is in a science experiment format with a hypothesis, a procedure, a conclusion, and the scientific explanation of why you got your results in an easily understandable description. This book even begins by telling students how scientists work by observing, creating a hypothesis, experimenting, gathering data, and finally discovering a conclusion. Experiments with Magnets and Metals is written in large font and it contains several pictures and colorful pages. The procedure for each experiment includes questions to lead the student through the experiment. This book is perfect for a teacher who prefers to be the guide on the side as this book does virtually everything for you.

Websites

Generating Electricity

This website provides a lab for students to explore the relationship between magnetism and electricity by creating their very own generators. The lab is hands on which is great for kinetic learners. Everything from needed materials, step by step directions, reflective journal entries, to standard learning connections are included.

Collecting the Sun's Energy

Here are the steps of how the sun's energy can be used to produce solar power. The website compares and contrasts a passive solar system to an active solar system through text and an easily comprehensible photo complete with labels and arrows. All important terms are highlighted for students. A fast fact about  how the French and English survived with fruit walls that used solar energy during the Little Ice Age in around 1500-1750 A.D. This tidbit of information will surprise students and keep them intrigued while reading the rest of the information. The website also explains photovoltaics and its advantages and disadvantages. Most helpfully, this websites provides a picture of the different layers of a solar panel and describes what each layer does. This would be a great resource to set background information for solar energy.

The Modern Portfolio: Hydroelectric

This website defines and explains hydroelectric energy. It provides details about how it is used in hydroelectric systems. Furthermore, this website offers the advantages and disadvantages of using hydroelectric energy. The text is organized clearly and therefore is easy to retract information  from. This would be a great resource for a student doing research on hydroelectric energy.

Generating Electricity: Magnets

Magnets and circuits are the underlying components of electricity generation, which this website illustrates through an article. This article is helpful for teachers and students to provide background information on the inner-workings of a magnet. This would be especially helpful as an introductory lesson to a lab with magnets.

Coal Power Plant

Here is a website with a simulation of a coal power plant. The video scans the parts of a coal power plant starting from coal heating water which creates steam. The steam turns the turbine blade and powers the generator, which creates electricity. Be careful though because the video is very quick and you may have to slow it down or repeat it for you students. It would also be helpful to your students if you explain the video aloud as it plays.

For the Teacher

Virginia Standards of Learning
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits (open/closed, parallel/series);
c) static electricity;
d) the ability of electrical energy to be transformed into heat, light, and mechanical energy;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity

Background Information from the Curriculum Framework

• A continuous flow of negative charges (electrons) creates an electric current. The pathway taken by an electric current is a circuit. Closed circuits allow the movement of electrical energy. Open circuits prevent the movement of electrical energy.
• Electrical energy moves through materials that are conductors (metals). Insulators (rubber, plastic, wood) do not conduct electricity well.
• Among conducting materials, energy passes more or less easily because of the material’s resistance.
• In a series circuit, there is only one pathway for the current, but in a parallel circuit there are two or more pathways for it.
• Rubbing certain materials together creates static electricity.
• Lightning is the discharge of static electricity in the atmosphere.
• Electrical energy can be transformed into heat, light, or mechanical energy.
• Certain iron-bearing metals attract other such metals (also nickel and cobalt).
• Lines of force extend from the poles of a magnet in an arched pattern defining the area over which magnetic force is exerted.

Annotated Bib - Investigating Water

Investigating Water

For my lesson on Matter, I am creating a first grade lesson about water. This lesson will have my students investigating how different materials interact with the liquid, observing separation and dissolution. Students will experiment with various household liquids and solids, using their science notebooks to make predictions and record results.

Activity One: Liquids can Separate in Water

• On the rug we will talk together about what we think liquids are, and what happens will we pour other things into our cups or bowls.
• Then students will meet with their group at a table, notebook in hand, to start the experiment.
• Each table will have a large glass, cooking oil, honey, and red dye, and water.
• Students will make predictions about what will happen to the liquids will poured into the glass (will it sink, float, mix, or dissolve).
• After observing action, students will record results.
• Then have students drop in a penny, macaroni noodle, and lego, predicting what will happen.
• Discuss findings.

Activity Two: Solids can Dissolve in Water

• Each table will have a glass of water, drink mix, cereal, candy, antacid, and pop rocks.
• Have students make predictions and drop items into glass.
• Record results
• Discuss findings

Activity Three: Solids Dissolve More Readily in Hot Water

• Have students gather at one table (where you have a bowl of hot water, a bowl of cold water, and candy).
• Make predictions about which bowl will aid the candy in dissolving more quickly.
• Discuss findings
• Have students return to desks to clean, record results and draw pictures of experiments.

Books

This topic had fewer books available, but I included some about water, solids, and liquids.

Change it!: Solids, Liquids, Gases, and You

Change it!: Solids, Liquids, Gases, and You. By Adrienne Mason. Illus. by Claudia Davila. 2006. 32p. Kids Can Press, (9781553378389) Gr. K-2.

This book contains not only information about matter, but also activity ideas.

Liquids

Liquids. By Ben Morgan. Illus. by . 2003. 24 p. Blackbirch Press, (1410300846). Gr. K-2.

This is a great book to explain further the concept discussed in class.

Matter

Matter. By Darlene Stille. Illus. by Sheere Boyd. 2006. 24 p. Picture Window Books, (9781404803442) Gr. K-2.

This book is great for struggling students, because the format is very basic.

Science with Water

Science with Water. By Helen Edom. 2007. 24 p. Usborne Pub. Ltd., (9780794514846) Gr. K-2.

This book contains some great water related activities, with colorful illustrations.

Water, Water Everywhere

Water, Water Everywhere. By Mark J. Rauzon. Illus. by Cynthia Overbeck Box. 1994. 32 p. Sierra Book Club for Children, (0871565986) Gr. K-2.

I like this book because it shows how important water is in our lives. It gives children a larger view of this liquid, through photographs of water in various places.

What is a Liquid

What is a Liquid. By Jennifer Boothroyd. 2007. 23 p. Lerner Classroom, (9780822568179) Gr. K-2.

I think this book is a good addition to the classroom because it is one that the students can read on their own, to help them better understand the words discussed on the topic.

Websites

Elmherst College Virtual Chem Book

(Temperature and Pressure Effects on Solubility)

This website is a good teacher resource. Although it is not super thorough, the site provides some facts and charts about the effects pressure and temperature have on solubility. This was a good refresher for me.

Kids Science Experiments

(Chocolate Leaves)

This website was a helpful guide towards activities and experiments because you could search by subject. It provided a variety of topics from which to search. This experiment making chocolate leaves was intriguing to me. I would like to modify the project so that we could eat out finished products.

Mr Ewart's School Learning: Interactive Learning

(Dissolving Particles)

This website is one where advanced students can read further into the subject discussed and then take a quiz on the material provided.

PBS Kids: Cyberchase

(Can you fill it?)

This games has the student fill a large bucket with water, by choosing the fewest amount of little buckets to fill it.

Science Kids

(Solids, Liquids, and Gases)

This is a two part game that introduces gases. This game could be a great tool for introducing this topic to an advanced student. This first has students sort by property, and the second part has the students add heat and cold to liquids and gases to see how it changes.

For Teachers:

For this lesson, I used the Science SOL 1.3 as my guide.

1.3 The student will investigate and understand how different common materials interact with water. Key concepts include:

a) some liquids will separate when mixed with water, but others will not;

b) some solids will dissolve in water, but others will not; and

c) some substances will dissolve more readily in hot water than in cold water.

Understanding the Standard

• Different types of materials act differently when mixed with water.
• Some liquids will mix with water, while others will not.
• Some solids will dissolve in water, while others will not.
• The temperature of the water affects how easily a substance will dissolve in it.

Annotated Bib - Solids, Liquids, and Gases

Solids, liquids, and gases are the three stages of matter. Ever wonder why solids melt, liquids freeze, or balloons float? Being able to describe the differences in the states of matter is important for children to understand. Utilizing literature books in Science enhances learning of all ages and levels. Children enjoy the stories and colorful illustrations while learning the essential
knowledge skills, and processes required.

Books
Change It!! by Adrienne Mason. (2006). 32p.Kids Can Press (978-1553378389). Gr. K-3.

Change It! presents colorful illustrations and a variety of matter hands-on activities that encourage active learning. This book incites curiosity, observation, and experimentation. At the end of the book are additional resources for parents and teachers.

It's Science: Solid, Liquid, or Gas? by Sally Hewitt. (1997). 32p. Children's Press (978-0516263939). Gr. K-3.

Presents the states of matter; solids, liquids, and gases incorporating real pictures. It encourages thinking, observing, and experimenting in the "think about it" and "try it out"boxes throughout the book. A glossary of essential vocabulary words help children understand the terminology used to explain matter.


Starting With Science: Solids, Liquids, and Gases.by Ontario Science Center. Ray Boudreau illus. (1995). 32p. Kids Can Press (978-1550744019). Gr. K-3.

Appealing to children! A book of easy to follow experiments that children can explore and experiment. There are additional information and resources at the end of the book. As a precaution, the experiments include safety guidelines to follow if needed. A great book for teachers to incorporate into class or group experiments.

What is the World Made Of? by Kathleen Weidner and Paul Meisel illus. Zoehfeld. (1998).32p. Harper Collins Publishers (978-0064451635). Gr. K-3.

The world is made of: Matter! This book presents the three states of matter in a whimsical and interactive picture book."Everything on Earth is matter." The book guides readers to test different states of matter. From spraying a perfume bottle to boiling a pot of water to holding an ice cube. Children learn through hands-on activities.

What's the Matter in Mr. Whisker's Room? by Michael Elsohn Ross and Paul Meisel illus. (2007). 48p. Candlewick Publishing (978-0763635664). Gr. K-3.

A wonderful book to encourage all learning styles. Readers encounter seven "stations" which encourage learning through observation and exploration. The illustrations depicting the hands-on activities are easy to follow along. A great book for teachers to re-create in their classrooms. The recipes and additional resources can be found at the end of the book.

Web Resources

ABPI Resources for Schools
A great animated tutorial and learning activity for kids to learn the different properties of matter. There are twelve lessons and the last button provides a glossary of essential vocabulary terms.

BBC
Fantastic interactive activity for kids to learn about solids, liquids, and gases. Fill the beaker with a chunk of chocolate and watch the changing properties of a solid changing into a liquid and back to a solid. There are several "tests" that children can manipulate to learn about the different states of matter.

Full Option Science System
What happens when you put a bone in an oven or a boot in the freezer? This fun interactive activity tests different materials to distinguish the various properties of matter.

Super Teacher Worksheets This website provides teachers with matter related worksheets and activities. Included are matter themed songs set to the tunes of the "Wheels on the Bus" and "Bingo." From cut and glue sorting activities to demonstrations to questions to encourage critical thinking, the activities and worksheets provided will enhance any "matter" lesson.

Teaching Ideas
A great resource for teachers to incorporate in their lessons about the different properties of matter. This site provides activity worksheets, experiments, SmartBoard interactive quizzes, and interactive games to enhance children's learning.

For Teachers

Va Standard of Learning 2.3

All substances are made of matter.

• Matter is anything that has mass and takes up space.
• Solids have a defined shape and volume.
• Liquids have a definite volume and take the shape of the container.
• Gases will completely fill any closed container (take the shape of its container) and assume the volume of its container. (e.g., Helium gas put into a balloon takes the shape of the balloon because the balloon defines its shape.
• Mass is a measure of the amount of matter.
• Weight is the measure of the gravitational pull on an object.
• Volume is the measure of the amount of space occupied by matter.
• Matter most commonly occurs in three phases: solids, liquids, and gases.
• Matter can change from one phase to another.
• When matter changes from one phase to another, these changes are referred to as physical changes.
• Changes from solid to liquid to gas require the addition of energy
  

Annotated Bib - Magnets

Magnets are one of the ways children learn about force, motion and energy. Magnets are made of steel and have an invisible force that pulls other objects to or away from them. However, magnets will only attract or repel things made of iron or steel. A magnet's force can go through all liquids, all gases and some solids. Magnets have two ends, the South pole and the North pole. The opposite poles attract each other and the identical poles repel each other. The books and websites below detail the properties of magnets, relationship of magnets to other objects and offer a wealth of magnet experiments for your classes.

In Virginia, the Standards of Learning are found in Grade 2. This post is for working with second graders. The resources in this post are most appropriate for grades 1-2. (SOL and Background Info at end of post.)

Books

Experiments with Magnets and Metals (My Science Investigations) by Christine Taylor-Butler. 2012. 32p. Heinemann Library, (978-1-4329-5359-1). Gr. 1-2.

The book highlights the magnetism of the earth's core and how magnets attract and repel objects. It gives several detailed experiments that not only demonstrate the properties of magnets, but proper experiment procedures as well.

Magnetic and Nonmagnetic (My World of Science) by Angela Royston. 2003. 32 p. Heinemann Library, (978-1-4329-1469-1). Gr. 1-2.

This book is an overview of what magnets are and what can be done with a magnet. It is written in easy to read language with vivid pictures for children to understand the concepts of magnets.

Super Cool Science 

Experiments: Magnets (Science Explorer) by Christine Taylor-Butler. Illus. by The Design Lab. 2009. 32p. Cherry Lake Publishing, (978-1-602-530-3). Gr. 1-2.

This book has excellent examples of experiments with magnets and magnetic fields. It is also a good overview of scientific methods and observations.

The Science Book of Magnets by Neil Ardley. 1993. 29p. Gulliver Books, (0-15 -200581-1). Gr. 1-2.

This book focuses on magnet experiments, including fishing with magnets, boat races with magnets and making your own magnet. It includes step by step illustrations of how to perform each experiment.

What Is Electricity and Magnetism?: Exploring Science with Hands-On Activities (In Touch with Basic Science) by Richard and Louise Spilbury. 2008. 32p. Enslow Elementary Publishers, (978-0-7660-3096-1). Gr. 1-2.

This book focuses on the definition of magnetism and how it relates to electromagnetism. It includes excellent photographs of experiments, with safety tips. It also shows students how to build an electromagnet.

Web Sites

School Science

Informational website for kids with multiple magnet experiments to discover.

Magnets for Kids

This site has answers to commonly asked questions about magnets and magnetism.

Magnet Man

Website with history of magnets, key information and fun facts about magnets.

Magnet Questions

Answers to many children's questions about magnets.

Kids Discussion of Magnets

Website based upon children's drawings about magnets and fun facts.

For Teachers
Virginia Standards of Learning

2.2 The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metals. Key concepts include:
a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel

Background Information from Curriculum Framework

• Magnets can attract objects made of iron, nickel, or cobalt. Magnets have a north and a south pole.
• Unlike magnetic poles attract and like poles repel. The north pole of one magnet attracts the south pole of a second magnet, while the north pole of one magnet repels the other magnet's north pole.
• A magnet creates an invisible area of magnetism all around it called a magnetic field.
• Magnets can attract objects made of iron, nickel, or cobalt.